Class 11 physical education chapter 4
Physical Education and Sports for Children with Special Needs
1. Concept of Disability and Disorder
Disability
A disability is a physical or mental condition that limits a person's movements, senses, or
activities.
Disabilities can be congenital (by birth) or acquired due to illness, accident, or aging.
According to the World Health Organization (WHO), disability is an umbrella term covering
impairments, activity limitations, and participation restrictions.
It reflects the interaction between features of a person's body and features of the society in
which they live.
Disorder
A disorder is a functional abnormality or disturbance.
It can refer to mental, emotional, behavioral, or physical irregularities.
Disorders might not always result in disability but may interfere with normal daily functioning.
2. Types of Disability, Its Causes & Nature
A. Intellectual Disability
A condition characterized by below-average intellectual functioning and lack of adaptiv behavior.
Appears before the age of 18.
Causes:
Genetic conditions (e.g.. Down Syndrome)
Problems during pregnancy (infections, alcohol/drug use)
Birth complications (lack of oxygen)
Childhood diseases (meningitis, measles)
Malnutrition
Nature:
Difficulty in learning and understanding
Poor problem-solving skills
Short attention span
Delayed speech and motor skills
B. Physical Disability
A limitation on a person's physical functioning, mobility, dexterity, or stamina.
Types and Caures:
A) Orthopedic Impairment:
Caused by bone, joint, or muscle problems (e.g., polio, cerebral palsy).
B) Paralysis:
Loss of muscle function in part of the body (e.g., hemiplegia, paraplegia).
C) Amputation:
Loss of a limb due to accident or disease.
D) Cerebral Palsy:
Brain injury during birth affecting movement and posture.
E) Spina Bifida:
Congenital defect of the spine.
F) Muscular Dystrophy:
Progressive weakness and degeneration of muscles.
Nature:
-May use assistive devices (crutches, wheelchair)
-Needs modified physical education and sports
-Varies in severity from mild to total immobility
3. Disability Etiquette
Disability etiquette refers to respectful behavior towards individuals with disabilities, ensurin
dignity and inclusion.
Basic Principles
A) Respect and Equality:
Treat disabled individuals as equals.
Speak directly to the person, not their assistant.
B) Appropriate Language:
Use person-first language: "a person with a disability" not "a disabled person".
C) Offer Help, Don't Impose:
Ask before helping.
Accept "no" if they decline.
D) Communication Tips:
For hearing impaired: use gestures, write down.
For speech impairments: be patient, don't finish sentences.
E) Mobility Etiquette:
Don't touch wheelchairs or assistive devices without permission.
Ensure accessibility in facilities and paths.
F) Vision Impairment:
Introduce yourself.
Offer your arm to guide; don't grab theirs.
4. Aim & Objective of Adaptive Physical Education (APE)
Adaptive Physical Education is specially designed instruction in physical education intended
address the unique needs of individuals with disabilities.
Aim:
To ensure equal access to physical education for students with disabilities, promislike physical
fitness, motor skills, and social integration.
Objectives:
A) Physical Development:
Improve flexibility, endurance, strength, coordination, and mobility.
B) Cognitive Development.
Enhance concentration, problem-solving, and understanding of rules.
C) Social Development:
Build self-confidence, teamwork, cooperation, and sports
D) Emotional Development;
Improve self-esteem and reduce anxiety or frustration.
E) Motor Skills:
Develop fine and gross motor coordination.
F) Recreational Opportunities:
Encourage lifelong physical activity and healthy habits.
5. Role of Various Professionals for Children with Special Needs
Educating and supporting children with special needs requires a multi-disciplinary team. Each
professional contributes uniquely.
A. Counsellor
Helps students cope with emotional and behavioral issues.
Provides individual and group counseling.
Supports family and teachers in managing stress and building communication skills.
Assists in career guidance and building life skills.
Focuses on helping students perform daily activities independently.
B. Occupational Therapist
Works on:
Fine motor skills (e.g., writing, using scissors)
Sensory integration
Visual-motor coordination
Designs therapy through games, exercises, and functional tasks.
C. Physiotherapist
Improves movement and physical functioning.
Works with:
Mobility issues
Muscle strengthening
Balance and coordination
Essential for conditions like cerebral palsy, spina bifida, muscular dystrophy.
D. Physical Education Teacher
Designs and conducts adaptive PE programs.
Ensures inclusive participation in games and physical activities.
Modifies:
Rules
Equipment
Environment
Promotes teamwork, fitness, and social inclusion.
E. Speech Therapist
Assists students with speech and language disorders.
Helps with:
Pronunciation
Language comprehension
Social communication
Voice therapy
Essential for children with autism, hearing impairments, cerebral palsy.
E. Special Educator
Specializes in individualized educational programs (IEPS).
Adapts curriculum to suit learning levels.
Uses visual aids, hands-on learning, and multi-sensory techniques.
Coordinates with parents, therapists, and school staff.
Ensures academic and life skill development.
